notetaking guide new caaspp coordinator - caaspp (ca dept ... · web viewin a complete assessment...

Notetaking GuideCalifornia Department of Education • August 2019

Learning GoalsEducators will understand:

Your role as a local educational agency (LEA) California Assessment of Student Performance and Progress (CAASPP) Coordinator.

The various assessments included in the CAASPP System.

The systems that support CAASPP testing.

Where to find more information to help you in your role.

Success CriteriaEducators will be able to:

Speak about the assessments.

Connect with other coordinators throughout the state. This will be your support network when you have questions or need advice.

Plan for a successful administration of the CAASPP.

Notetaking Guide—New CAASPP Coordinator Training Page | 1

Assessment BasicsLevels of Assessment

A balanced assessment system includes multiple assessments used at different frequencies and for different purposes. As you can see in this graphic, each of the three assessment types are represented—formative, interim and summative.

You can think of the components of the assessment system as stacks of books that show the granularity of the evidence collected by each of the different types of assessment. The small stacks of books (1–3 high) occur most frequently. These represent the formative practices, we are assessing a small number of learning goals or standards, but we are assessing them often.

As we move through time, we can assess more standards. This is where medium-sized piles of books represent Interim Assessments.

At the end of the year, we have the largest pile of books, which represents the most standards tested at once with the summative assessment.

Put simply, the formative assessment process gives us information as the student is learning, interim assessments tell us how the student is progressing toward end-of-year goals, and the summative assessment tells us what the student has learned at the end of year.

The CAASPP System and PurposeCAASPP is the main system of achievement tests.

The CAASPP System is an umbrella encompassing several assessments in multiple content areas that serve students from different populations.

There are general and alternate assessments for science, English language arts/literacy (ELA), and mathematics.

The alternate assessments are the California Alternate Assessments. They represented by the acronym CAA which is pronounced Cal-Alt.

The general assessments in English-language arts and mathematics are from the Smarter Balanced Assessment Consortium – a multi-state initiative to develop computer-adaptive assessments.


Other resources are also available through the system – interim assessments and the Digital Library.

Per state law, the CAASPP System’s purpose is to promote high quality teaching and learning. All of the assessments in the CAASPP system are aligned to state adopted standards. This includes both the summative and interim assessments.

In a complete assessment system like the CAASPP system, when all pieces work together and teachers use the system to improve their teaching and learning, students graduate ready for success in college, career, and life.

Summative AssessmentsLet us talk about some of the common features of all summative assessments under CAASPP.

All are computer based, and the Smarter Balanced tests are computer adaptive. That means the computer adjusts the difficulty of the items based on student responses. For example, students who answer correctly receive increasingly difficult items.

All CAASPP assessments include a wide variety of items. Some items are multiple choice, and others are short answers. Items may have technology enhancements to them that require students to drag and drop or create a graph.

There are also performance tasks PTs included in the summative assessments. Performance tasks are often referred to as PTs. In short, PTs are a set of items related to the same prompt. These items assess problem-solving skills and critical thinking.

Smarter Balanced Assessments

Smarter Balanced created a balanced system of assessments that include resources to support teachers in formative assessment practices. These resources are housed in what is called the Smarter Balanced Digital Library.

The Digital Library is a fabulous resource for teachers, and Smarter Balanced continues to improve its usability and search features.

The second part of the Smarter Balanced system contains the interim assessments.

The final element of the Smarter Balanced system is the summative assessments. These are what we know as end-of-year assessments.


Interim AssessmentsThere are two different fundamental purposes for interim assessments.

To provide information on students’ current levels of achievement after a period of learning has occurred – also referred to as assessment OF learning.

To use evidence of student learning to continuously inform and adapt instruction. This is also referred to as assessment FOR learning.

Of Learning

The most commonly thought about purpose of interim assessments is “of learning”. That is the assessment provides information on students’ current levels of achievement after a period of learning has occurred.

Such assessments—that may be classroom-based, districtwide, or statewide—serve a summative purpose and are sometimes referred to as assessments of learning.

For Learning

“One purpose is to provide information about student learning minute-by-minute, day-to-day, and week-to-week so teachers can continuously adapt instruction to meet students’ specific needs and secure progress.

This type of assessment is intended to assist learning and is often referred to as formative assessment or assessment for learning.”

—ELA/ELD Framework

The interim assessments are flexible tools and can be used for both purposes—of learning or for learning.

If using them of learning you will likely see students taking the assessments individually so that can express what they have learned.

If using them for learning, you may see students working on items in pairs or small groups or you may see teachers presenting items to students are part of morning warm up activities.

It is important to note that the interim assessments are fixed-form assessments and are not computer-adaptive. This means that item difficulty presented to a student who is taking the assessment will not be adjusted based on the student’s answers.

Instead, all students will be asked to answer the same set of test questions.


Currently there is only one version of each assessment, so students will be seeing the same items when/if the test is administered again. This is important to remember when deciding how often the interim assessments might be administered to students.

Here is some information about the interims that might help you with the “whys” for your district:

They allow educators to evaluate student knowledge and skills to inform improved teaching and learning.

Use of the interim assessments can also improve student familiarity with the testing interface and allow them to practice with different tools and accessibility resources prior to using them on the summative assessment.

Interim assessments are also powerful professional-learning tools for educators. The resources available to support the interim assessments allow teachers to become more familiar with the content being assessed, the item types that students will encounter, and the rubrics or scoring criteria that will be used to evaluate their progress.

The interim assessments may be administered at any grade level to any student, so students can assess them outside of their own grade level. This provides educators with flexibility to administer assessments in such a way that will help improve teaching and learning in the classroom.

Types of Interim AssessmentsThere are two different types of Smarter Balanced Interim Assessments.

The first type is call the Interim Comprehensive Assessment or ICA.

The ICAs mimic the full summative assessment, including the amount of time for administration.

They assess the same range of standards as the summative and provide data on student achievement of the Common Core State Standards (CCSS) on the same scale as the summative assessments as well as provide an achievement level and claim scores.

ICAs contain between 35 and 45 items, per test.

They may be administered up to three times each year per student, although administering ICAs too frequently is not recommended.

Because of the total testing time required, LEAs should carefully consider how the ICAs might fit into their comprehensive assessment system.


There is one ICA per grade for ELA and one per grade for mathematics. All of the ICAs require some hand scoring items. This means the teacher or district staff would have to score these selected items prior to getting the score and any reports on these assessments.

The second type is called the interim assessment blocks or IABs.

The IABs are shorter assessments focused on specific assessment targets, which are groups of standards.

Student reports identify if a student is “Above Standard,” “Near Standard,” or “Below Standard” for the particular block.

Teachers are able to see how students responded to each individual item.

o This is important to know because in the early years of the system many teachers expressed frustration that the system did not provide enough information about student performance.

o The team at Smarter Balanced and the CDE listened carefully to that feedback and updated the system in several important ways based on teacher feedback.

o So if teachers at your school or district tell you they do not use the system because it does not provide useful information, you are now prepared to address their concerns by highlighting some of the newer features of the system.

There are approximately 5 to 18 items on each IAB. Because the IABs are shorter, most can be administered within a single class period.

The IABs may be administered an unlimited number of times. All of the interims have detailed blueprints that are available to help educators understand the design of the assessments and an interim viewing system is available for educators so that they can experience the assessment prior to using it with students.

It is important to note that these assessments continue to be updated and new assessment added to the system.

In 2019–20, Smarter Balanced is adding shorter interim assessments called focused IABs that would cover a smaller set of targets.

Connections PlaylistThere is a very explicit link between the interim assessments and the Digital Library. For each interim assessment, there is a Connections Playlist.

Each playlist includes resources that teachers can find in the Digital Library.


Each Connections Playlist is organized by student performance on the interim assessment.

There is a section of resources for students who score above standards, resources for students who score near standard, and resources for students who score below standards.

Smarter Balanced Digital LibraryThe Digital Library was launched in 2014. There are now more than 3,000 resources housed online in the Digital Library to support teachers using the formative assessment process.

The majority of the resources—with the exception of the 200 specially commissioned modules—have been contributed by educators from Smarter Balanced member states. Each resource is vetted by three trained State Network of Educators, also known and the SNE, members against a rigorous set of quality criteria, before it is posted in the Digital Library.

Each resource in the Digital Library must be aligned with the intent of the Common Core State Standards, and most important, all of the resources must align with the goal of helping educators to understand and implement the formative assessment process in the classroom.

Pause and Reflect

What sits square? What is still rolling around?

What are three points you want to remember?


Resources and Supports for CoordinatorsWho’s WhoWith a system as comprehensive as CAASPP, there are a number of different organizations involved.

California Department of Education (CDE)

State education agency

Provides the policy direction and oversight on the statewide assessment system, along with the State Board of Education.

Education Testing Service (ETS)

Assessment development company

Holds state contract to develop the assessments and design the systems to support you and teachers in administering the assessments.

Responsible for developing all CAASPP and English Language Proficiency Assessments for California (ELPAC) assessments.

Sacramento County Office of Education (SCOE)

Holds the contract for Assessment Outreach

Produces trainings like this and the October California Assessment Conference

Supports the CDE in facilitating the annual Assessment Information Meeting.

Training OpportunitiesThere is a specific training series designed for coordinators who are new to their role this year. The support may be a webinar or an in-person training.

All of these training options for new coordinators are listed on the 2019–20 Training Opportunities web page on http://caaspp.org.

RANRun by the County Superintendents Association, COE staff participate in every other month statewide meeting. Once they go back to their county, they are tasked with sharing information that they receive from the CDE with you.

You should research if there is an active Regional Assessment Network (RAN) in your area or surrounding county as this is a great place to find colleagues in similar roles.

You can link up with your RAN representative for your county. All of their contact information is provided on the CDE website.


http://caaspp.org/

When you get back to your office, reach out to that person and ask about joining their email distribution list and upcoming meetings. Today is a great place to start making those connections and collecting contact information.

View the Regional Map at https://www.cde.ca.gov/ta/tg/ai/caregionalranmap.asp.

My region is:

My RAN Member is:

Their contact information is:

CalTAC Contact InformationMonday–Friday 7:00 a.m.–5:00 p.m. PST | 800-955-2954 | [email protected]

A note to remember - only LEA CAASPP Coordinators can contact CalTAC directly. Site coordinators should not contact CalTAC, they must forward all inquiries to the LEA CAASPP Coordinator.

CAASPP WebsiteThe CAASPP website, http://caaspp.org, is your one-stop-shop for all information about the CAASPP system.

There are eight buttons across the top of the page that direct you to:

TOMS

A Secure Browser page provides overview of which operating systems are supported and which secure browser to download

The testing interface for all online tests

A completion status/Roster Management page

Practice tests and training tests

STAIRS, which is the starting point for coordinators to report a test security incident or other testing issues

The Digital Library

Smarter Balanced Interim Assessments

Also, note System Status, which includes a link to system downtimes. Calendar these downtimes.


http://caaspp.org/

mailto:[email protected]

https://www.cde.ca.gov/ta/tg/ai/caregionalranmap.asp

CDE Website Lastly, we have the CDE website. Some resources are housed on the CDE web page and others on http://caaspp.org, so if you cannot find what you are looking for on one site, be sure to check out the other site.

Steps to access the Testing web page:

1. https://www.cde.ca.gov/

2. In the upper navigation bar, select Testing and Accountability.

3. On the right, select the Testing header to land on the main Testing web page.

The Testing web page includes:

Links to pages that hold Quick Reference Guides, Fact Sheets, and Parent Guides to Understanding.

Links to all of the assessments (CAASPP, ELPAC, Physical Fitness Test, etc.)

o All pages have the same layout and sections:

At the top is an overview of the assessment, a link the California Ed Facts, and a link to the assessment timeline.

Resources and Communication materials: deliverables for that assessment.

Test Administration: manuals and documents about how to administer the test.

Scores and Results: items pertaining to the release of scores and results, including letter templates that can be sent home with the Student Score Reports.

Laws and Regulations and Technical Documents: documents pertaining to laws, regulations, blueprints, etc.

CAASPP Resources

Assessment Fact Sheetshttps://www.cde.ca.gov/ta/tg/ca/assessmentfactsheets.asp

Available Resources Flyerhttps://www.cde.ca.gov/ta/tg/ca/catestingresources.asp

Quick Reference Guidehttps://www.cde.ca.gov/ta/tg/ca/caasppqrg.asp


https://www.cde.ca.gov/ta/tg/ca/caasppqrg.asp

https://www.cde.ca.gov/ta/tg/ca/catestingresources.asp

https://www.cde.ca.gov/ta/tg/ca/assessmentfactsheets.asp

https://www.cde.ca.gov/

http://caaspp.org/

Parent Guides to Understandinghttps://www.cde.ca.gov/ta/tg/ca/parentguidetounderstand.asp

Exploring CAASPP ResourcesTake a few minutes to explore the resources. After that, spend some time completing the prompts below.

1 use per resource

1 person to share with

1 thing I learned from the resource

AcronymsCAASPP: California Assessment of Student Performance and Progress

CAAs: California Alternate Assessments

CAST: California Science Test

CSA: California Spanish Assessment

DL: Digital Library

ICA: Interim Comprehensive Assessment

IAB: Interim Assessment Block

SBAC: Smarter Balanced Assessment Consortium

CALPADS: California Longitudinal Pupil Achievement Data System

CERS: California Educator Results System

CHSPE: California High School Proficiency Exam

ELPAC: English Language Proficiency Assessments for California

LST: Local Scoring Tool

PFT: Physical Fitness Test

RAN: Regional Assessment Network

SIS: Student Information System

TDS: Test Delivery System

TIDE: Test Interface Design Engine

TOMS: Test Operations Management System


https://www.cde.ca.gov/ta/tg/ca/parentguidetounderstand.asp

Digital Library Self Registrationhttp://www.caaspp.org/rsc/pdfs/CAASPP.dl-self-registration.2018-19.pdf

Assessment SpotlightSend a blank email to [email protected].

Systems of Support In your role as the CAASPP Coordinator, you will become familiar with several different systems:

Systems that store your student data,

Systems that communicate with state systems that store student data, and

A few systems that are specific to the CAASPP System.

Student Information SystemYour local student information system is the foundation for knowing about the students who are enrolled in your district. This system contains information about their demographics, parent contact information, emergency information, grades, courses, discipline information, etc. You also have access to easily change and manipulate data in your local system. Most LEAs create required CALPADS files from their local student information system.

CALPADSNext, we have CALPADS or the California Longitudinal Pupil Achievement Data System. This statewide system collects from LEAs information about students including demographic information, program participation, suspensions, expulsions, enrollment status, course enrollment, etc.

CALPADS is the official source of information for students and staff attending or working in California public schools. It also serves as the official data source for funding and other important data releases. LEAs submit data several times per year based on established deadlines.

Maintaining accurate student data in CALPADS is critically important.

If you are not your LEA’s CALPADS Coordinator, make sure that part of your homework is to find out who is if you do not know already. It will be critical that you and that person coordinate tasks and activities throughout this process.


mailto:[email protected]

http://www.caaspp.org/rsc/pdfs/CAASPP.dl-self-registration.2018-19.pdf

Special Ed DataLet’s talk for a few minutes about your other local data systems. Most LEAs maintain a special education data or information system. The system used by about 80% of LEAs is called SEIS–Special Education Information System.

This data system stores information about students who have an Individualized Education Plan or IEP and the types of supports or accommodations for students, including in which assessments students should participate.

How Special Education (SpEd) data gets into your SIS, and therefore into CALPADS, can vary from LEA to LEA. Some have automated integration, moving or updating data nightly, weekly, etc. If this is the case, then any data that transfers from SEIS to your SIS will automatically get to CALPADS. If not, a manual process needs to be put in place so that data from SEIS is uploaded to your SIS. It is important to know what your local system is and how often data is updated between the two systems.

Sometimes data from your SpEd system can be loaded directly into TOMS.

For example, SEIS has a report of all designated supports and accommodations that you can load into TOMS for all students with an IEP.

Garbage in, Garbage OutGarbage in, Garbage Out means that if you aren’t keeping your local data accurately, the data you submit to CALPADS isn’t accurate and programmatic and funding decisions are at risk because the data don’t reflect the true situation at your LEA.

It may also mean that the data displayed through the California School Dashboard, California’s accountability system, is erroneous. This data is available publicly and errors are very serious.

Every LEA has their own way of ensuring accurate data – your job is to make sure you know what happens at your LEA and that there are procedures in place for periodic data audits, etc., so that data clean up does not become an emergency.

If a problem is found with the local student data, know whom to contact at your LEA.

TOMS

Test Operations Management System

TOMS receives student data from CALPADS automatically. TOMS is run by ETS and is the system that opens the door to many other systems and it supports CAASPP testing.


Within TOMS, you can manage the test window for your LEA, enter accessibility resources, and check demographic characteristics for students including grade level, check test assignments, domain exemptions, and more.

TOMS provides information to three other systems.

Up until this year, there have always been two TOMS systems, one for CAASPP and one for ELPAC. Last month, CAASPP TOMS and ELPAC TOMS became a single instance TOMS – a single system that will support both the CAASPP and the ELPAC. This will save users from having to log onto two separate systems, or toggle back and forth between systems.

In July, TOMS launched with features that support the Initial ELPAC. In September, additional features that will support the Summative ELPAC and the CAASPP will be available.

Test Delivery System

Based on the information entered into TOMS, the Test Delivery System or TDS delivers the test to the student. When students access the test, the TDS knows which test the student should receive based on information that you previously entered or uploaded into TOMS.

You can probably see now why grade level is important, especially for the California Science Test, which is not administered at every grade. You can also see why special education information is important—the TDS will administer the regular or alternate assessment to a student.

Test Information Distribution Engine

Fed again by the information in TOMS, the main purpose of the TIDE is to help you monitor completion status of testing at multiple levels. TIDE is also the system where you need to go if you want to process an appeal for a testing situation.

In TIDE, you can:

Create completion reports

Monitor test administration progress and

Submit and or process appeals.

Online Reporting System / California Educator Reporting System

The third system TOMS talks to is the reporting system. The current reporting system for summative assessments is called ORS or the online reporting system. It includes results from the spring 2019 summative assessments.


During the course of this school year, a new system will be introduced, the California Education Reporting System or CERS. CERS will launch this fall and be the place to access scores from all of the interim assessments.

As the school year progresses, CERS will replace ORS for the summative assessments as well. Next spring, results from the summative assessments will be accessed through CERS and ORS will sunset.

CERS

Assessment Name Historical Data Available Daily Feed Available

ELPAC November 2019 January 2020

Summative ELA and Mathematics January 2020 Spring 2021

CAA Summative ELA and Mathematics January 2020 Spring 2021

CSA Summer 2020 Spring 2021

There are varying lag times for the connections between TOMS and each of the other systems. For example, it takes up to 48 hours for data to update between CALPADS and TOMS.

Just keep that in mind when you update something in CALPADS, there is lag time between that update and when it will appear in TOMS and there also a short lag time between when information appears in TOMS and when it’s available in these other complementary systems.

Pause and Reflect




Roles and ResponsibilitiesCoordinator ResponsibilitiesAs an LEA CAASPP Coordinator, you have many roles and responsibilities related to planning, preparing, and supporting CAASPP testing in your LEA.

The major responsibilities are:

Knowing and following state law and regulations. This means being aware about changes in regulations related to assessment. These are found in the Title 5 regulations.

Maintaining security of materials while in your possession and informing your site coordinators of their responsibility pertaining to secure materials.

Training and supporting Site Coordinators from the planning and preparing stages of testing all the way through to reporting of results.

Communicating with key stakeholders, including letting them know initial information as well as updating them throughout the testing administration.

Lastly, as the LEA CAASPP Coordinator, you'll be responsible for reporting results and understanding the use of results accurately.

Just know that while your new responsibilities will feel overwhelming at times, there is support for you in your region and I hope that you’ll meet at least one other person who


you will share contact information with so that each of you can serve as the others’ “sounding board”.

Coordinator ChecklistA CAASPP Coordinator checklist is posted on CDE’s website and http://www.caaspp.org for your reference and use. It includes a very comprehensive list of the tasks and activities that are part of your new role.

When you look at this online, you will see a simple checklist with hyperlinks to additional information in the appendix.

The CAASPP Coordinator Checklist is organized by month. You can download it into MS Word where you can customize it to meet your needs at your LEA. For example, there might be activities listed on the checklist that you are not responsible for in your LEA so you could delete or hide those. In other cases, you might have additional responsibilities and you could add those to the checklist.

Finally, you can re-organize either of those checklists to make the tasks appear in the exact order that you will accomplish them at your LEA.

Checklist Activity

Highlight one task you have accomplished.

Underline two things that are on your radar.

Circle three things that are new or unfamiliar.

ResultsResult TypesThere are two types of results, preliminary and official. Because testing is done electronically, student scores are available to LEAs before the end of the school year via the ORS. These are called preliminary scores because they could change, but only rarely.


http://www.caaspp.org/

With electronic reporting there is a change in the air about LEA use of preliminary results. For years, LEAs have waited for the state’s official release before they started sharing information with their stakeholder groups.

In this age of electronic reporting, CDE is encouraging you not to wait but to use the information that you can pull from ORS to engage with your community about the results.

Now let us talk about official results.

Official results are those released by the CDE via their public website.

Once the CDE releases the official statewide data, results for the state overall as well as all schools, districts, and counties will be available on the CDE’s public reporting web page.

Accessing Preliminary ResultsIt takes about two to four weeks for the scores to be available in the system (ORS, which will eventually be CERS). One key factor to keep in mind is that the ORS does not wait until all tests from a class or school are scored so it is common for it take a few days before scores from all students from a given class are in the system.

When viewing preliminary scores in ORS it is also important to keep in mind that they do not represent the entire district until all testing is complete. Once the system shows results for all or nearly all of students in a school or in a district, you should use those results for planning purposes.

Prior to the official release on the public website, CDE provides LEAs a preview of the data. The purpose is to check the data for accuracy. When I say accuracy, I do not mean that you are supposed to confirm scale scores or performance levels or anything like that, but it is important for you to look at the number of students includes in your district counts. It is also important to look at the number of students by grade and for key student groups.

In short, you are doing your best to evaluate whether there are any data classification errors resulting from errors within CALPADS or errors made by the testing contractor.

During the preview period, you have access to data for all schools and school districts. Countywide averages are also included. It is critically important to keep in mind that during this preview period, all data are embargoed. That means that the data are not public.

This means that you can still share your local data, but you cannot share countywide or state results with anyone, including the media until the official statewide release.

Official Statewide Release


Once the data are publicly released, statewide results will be included on the public website.

Public Reporting WebsiteFor any entity, meaning a school, district, county, or the state overall, you can find information on performance overall and by claim for each grade level and for all student groups.

There are also options for you to look at the results for a specific grade level over time and to compare your entity with up to two other entities. I think this report is useful for comparing a school to its district results and then maybe the county or state. It might also be useful for site administrators who want to compare themselves with other schools in the district or in the region.

Accessing the results takes a few clicks for someone who is not acquainted with the CDE’s Web site and the structure of the reporting menus. As we mentioned this morning, the CDE has created a series of documents called the Quick Reference Guides. These guides are intended to provide easy, step-by-step instructions for how to accomplish a task or activity.

There are four Quick Reference Guides just for accessing the summative assessment results.

Student Results

Available Soon

Results for Smarter Balanced, the CAAs, and Summative ELPAC are already accessible in the online systems. These assessments have been operational for some time now and scores are released close to the end of the testing windows.

Available in December

We have a few assessments whose scores are still “under construction”. These are the California Science Test (CAST) and the California Spanish Assessment (CSA).

These are assessments that became operational for the first time in 2018–19 and still need performance levels to be set. The SBE will set the levels in the November board meeting, so these scores will not be released until January.

Preliminary Indicators

The scores that will be produced from the CAA for Science field test are called “Preliminary Indicators”. Why preliminary? Well, the state has not yet gone through the standard-setting process required to establish achievement levels like those that exist for the ELA and mathematics assessments.


Note that these preliminary indicators are NOT on the SSRs that you received. They will be released in downloadable aggregate data files and will be posted as research file on the CDE website in late fall or early winter. Student performance on the CAA for Science field test will be reported two ways: a percentage of items answered correctly along with a preliminary indicator category of achievement.

Access to Results

Who

There are many stakeholders to consider when answering the question about who needs access to the CAASPP results. It is likely that each stakeholder group listed on this slide, and other important groups at your school or school district, have different information needs.

Your job is to identify the different stakeholder group that need access to student results and how to provide that access.

How

Once your district decides who needs access to the data, you need to talk about who at the district level will be responsible for providing those stakeholders with access and through what system.

If your district has decided that it will give teachers access to ORS, you or someone else in your district will need to set the teachers up for access.

The process of providing access for teachers to the data in ORS includes “rostering” students to their teacher. An upload process is done in ORS where you create a file from your SIS or data system that matches students with their teacher ID numbers. You need to be sure all of the teachers are set in TOMS prior to uploading the file.

I usually do this in Excel by creating a very simple spreadsheet that includes the school ID, the email address, the roster title, and the student’s SSID.

Now that you have decided if you will be giving access to teachers in ORS, you can think about your district data systems and/or Student Information system and when you want to upload files into them.

Your SIS is the student’s official file and most systems have a parent portal. You should only upload the official files that you receive from the testing contractor - ETS. Most districts upload into their SIS around the time that parent reports are being mailed home.

If your district has a data system like Illuminate, you will also want to upload the CAASPP results into that system. If you are not giving teachers access to ORS, you will want to think about uploading the preliminary results directly from ORS into your data


system so that teachers can have access to their results in a timely manner. Some districts will upload results once a week when they start to receive scores, others will wait until the end of their testing window, and others will do it once they have a certain percentage of the scores received.

TrainingOnce your district has a plan for the release of the data, you will need to think about what training will be needed around each part of your plan.

In determining your training needs you will want to think about making sure people understand how to access the information and more importantly how to understand what data they are seeing and what it means.

Are any of the staff members new to their role?

This year, is any new data being included in the release from the state?

Where there any misuse or misunderstanding of data points last year that need to be corrected this year?

Once you have a picture of who needs to get the information and what information they need to be able use the data effectively, you have to decide how you will get the information them. You might just put together help documents that are sent out, you might put together a video presentation, you might actually do a presentation at a regular scheduled meeting, or you might schedule a training afterschool, etc.

It is extremely important that you do not wait to have a plan. Instead, get any trainings needed on the calendar early.

Communicating About Results

Tips for Successful Communication

In your role as the LEA CAASPP Coordinator, you will be called upon to provide presentations on the CAASPP results to a number of different audiences to support others in your district in providing presentations.

The most important thing to keep in mind is that the presentation should be customized to each individual audience. One size does not fit all!

If, for example, your district has been working on mathematics instruction. You might want to prepare a presentation that includes performance in both ELA and mathematics, but goes into greater depth in the mathematics scores looking at different student group data and data over time.

Use a combination of text and graphics. Use easy to understand language and avoid acronyms or jargon.


Site Administrators

The site administrators in your district will have several opportunities to talk about CAASPP results with their parent community. Events such as Back to School night, Parent-Teacher conferences, or even a CAASPP Information Night are good examples.

The CDE has created a PowerPoint template designed for site administrators to use at events like this. The PowerPoint template is completely customizable. The color can be changed to match the school colors, the mascot can be added, etc.

The PowerPoint includes full speaker notes that can be modified by each administrator so that their message is tailored to the programs and activities at their school. The PowerPoint includes data tables that can be easily completed by the site administrators that highlight the results for both ELA and mathematics. I would suggest that you share this resource with your site administrators in the late summer as they begin preparing for different events that take place after school resumes in August or September.


Electronic Score Reporting

Four Options

There are four options for providing the reports to families.

Electronic PDF files through the parent portal. This is the recommended method.

Downloaded PDF files from TOMS available via a local secure method.

Downloaded PDF files from TOMS, to be printed and mailed to student’s family.

The purchase of paper SSRs from ETS, to be shipped to the LEA via mail.

LEAs need to determine what option works best for them depending on their infrastructure, options, and capabilities. There is a variety of resources available on http://www.caaspp.org.

Distributing SSRs to FamiliesRemember that state law requires that they go home to the parents within 20 school days within the date of receipt of the electronic score report. If reports are received over summer break LEAs have to send the reports to parents within 20 working days of the first day of the new school year.

You will need to think about what you will send to parents letting them know score reports are available.

If mailing home paper reports, most districts send a letter that explaining the results along with the guide on how to read the results.

Electronic score reports are new, and some districts are mailing out a letter with information and steps to log on. Others are mailing home a postcard. And yet others are sending out electronic communications with this information.

A common question we are getting with the printing of SSRs is “Will LEA SSRs for CAASPP be shipped once 90 percent of students’ tests have been scored?”

The 90 percent policy is no longer applicable, as most SSRs will be delivered electronically. The SSRs will now flow into portals as tests are scored.

Another common question is “How will LEAs know when the first SSR is available and the LEA's mandated timeline is triggered?”

LEAs will receive an email letting them know when the first SSRs are being released to TOMS, where parent or student portals can pick them up and notify their users. At this



point, only students who have completed testing and whose tests have been scored will have an SSR available.

Resources for Site Administrators

The CDE has developed a wealth of resources to help parents understand their student’s ELPAC scores.

There is a sample letter template as a foundation for writing a letter from your district’s superintendent.

The Parent Guides to Understanding document is actually a series of documents, one for each assessment program. These two page documents answer key questions about the different assessment programs using language that parents can easily understand.

Another great resource for parents in the Starting Smarter website at https://ca.startingsmarter.org.

This website includes information about the CAASPP, a sample student score report with information what each section includes, as well the ability to choose a grade level, subject area and score range to get the information about what that scores means.

Using the DataWhen we think about using the CAASPP data, specifically from the Smarter Balanced Summative Assessments, to help inform, you might use this cycle to help plan your work with the sites. Before I introduce you to a Data Exploration and Reflection tool, I want to remind you that any educational decisions about students or about programs, practices, or processes at your schools or in your LEA should always include multiple pieces of information or data. Summative assessment results are just one piece of the story and should be used along with multiple measures for any decision making.

I am going to spend the next few minutes introducing you to the steps included in the data decision-making tool and provide suggestions on how to use the tool with district or school site teams.

Your first step will be engage with the CAASPP results.

You will be on a fact-finding mission. This step is often referred to as the “Research” step. As you evaluate your grade-level CAASPP results, focus on current student performance and trends.

Make sure you pay attention to the guiding questions within the Data Exploration and Reflection Tool that will ask you to evaluate data overall but also by student group, by content area, and by claim.

The key to this step is to stay objective. This step is about making observations from the CAASPP results, not discussing causes. That comes in a later step.


https://ca.startingsmarter.org/

The second step is “Recall”.

In this step, I want you to think about what was in place at our school or at your grade level last year. Think about programs that were in place district-wide, school-wide, or just at your grade or in your personal classroom. Think about other practices and policies. How might those practices and policies affect the observed student performance?

In this phase, again, try to keep your focus on objective facts related to programs, practices, and policies. Refrain from making judgements, just focus on the facts.

“Reflect” is the third part of the Data Exploration and Reflection Tool.

In this step, you are going to begin making connections between the observed student performance that you noted in the “Research” step and the observations you noted about programs, practices, and policies in the last step, “Recall”.

As you work with your team on this step, talk about possible reasons for observed student performance. The key to this step is to keep your minds open to many different possibilities for why we observed what we did. As is true with most things, there is rarely a single reason or cause for an observation.

The final part of the Data Exploration and Reflection Tool is to “Respond”

You will respond to the observations and connections you made in the previous three steps. In this step, I want you to focus on identifying changes that can be put into place that would reasonably affect student performance.

These changes should be directly tied to the observations you have made.

If for example, one of the observations you made is that students in your grade level struggled with writing. One possible change is that your grade-level team will evaluate using the Smarter Balanced Interim Assessment Blocks for writing because you know those blocks are based on the same test blueprints as the summative assessment. Maybe you observed that our results for third grade students are lower than for other grades. One possible reason might be students’ level of familiarity with the testing interface and a possible response or solution might be to make sure that all third graders sit down with the practice tests a few weeks before CAASPP testing.

Again, the key is to make sure that the responses you identify—the changes or solutions—are connected to the previous observations made by you and your team.

Data Conversations

As a district you will want to think about what is your expectation for sites around data conversations on CAASPP data and how the district staff will support sites.


What are the questions you want sites to focus on during the conversations and what is the outcome the district is expecting from each site?

For example, are you expecting an action plan for each site, which might then be a part of the Single Plan for School Achievement?

Who will be leading to conversations or work at the site?

Will it be the administrator or academic coach?

Will it be district staff?

What support will the district provide sites?

Will the district create PowerPoint presentations for sites?

Will the district provide a template for a presentation?

Will the district provide sites with data sheets with their results?

What kind of support will the district provide for special populations like special education, English Learners, At-risk students?

You will also want to think about when this work will begin. Will it start with principals in June prior to them leaving for the summer or will it start in July/August when the administrator return for the next year? It is important to make this decision early to ensure that the time is there for these conversations. If you wait too long, the data is old and out date and teachers will find little use in reviewing.

As a LEA coordinator, if it important to develop a plan for sharing and using the data prior to the start of testing. Finally, keep in mind that multiple measures should always be part of any data conversation.

The Results Are In, Now What?Training materials: http://www.caaspp.org/training/caaspp/2018-19-CAASPP-The-Results-are-In-Now-What-Workshop-Materials.html

Archived webcast: http://www.caaspp.org/training/caaspp/index.html

Pause and Reflect




http://www.caaspp.org/training/caaspp/index.html

http://www.caaspp.org/training/caaspp/2018-19-CAASPP-The-Results-are-In-Now-What-Workshop-Materials.html

http://www.caaspp.org/training/caaspp/2018-19-CAASPP-The-Results-are-In-Now-What-Workshop-Materials.html

Setting up User RolesAvailable RolesThe CAASPP system includes a variety of educator roles and each has a specific set of expectations and access.

You are serving in the role of LEA coordinator. The LEA coordinator is designated each year by the district superintendent.

The Site coordinator should be a person with non-instructional or limited instructional duties so that he or she can coordinate and monitor testing activity in the school. Often times the principal or vice principal serve in the role of site coordinator.

Test Administrators are educators who administer the Smarter Balanced assessments, CAST, and/or CSA after they have received training. CAASPP test site coordinators should identify school personnel to act as test administrators. In most cases, all teachers serve in the role of test administrator.

Test Examiners are those who have received training to administer the CAAs.

The Interim Assessment (IA) Only role allows access for educators to administer the interim, but not summative assessments. Some LEAs decide to put all their teachers into this role until the testing window opens in the spring so that they only see the interim assessments.

Identifying Site CoordinatorsNow that school is back in session, it is time for you to engage with your school sites. Each school or site will have at least one CAASPP Site Coordinator.

Because Site Coordinators have the highest permission level at a site and will automatically have access to the online reporting system where all results are kept, it is important that your LEA has a policy on how many Site Coordinators you will set up in the system.

In many cases, a school will have 2–3 people assigned the site coordinator role. It is important for you to learn whether your district has a policy or guideline that they follow when identifying site coordinators.

In some districts, the school principal is automatically the Site Coordinator. Other districts have other policies and the Site Coordinator might be a lead teachers or a teacher on special assignment.

Some questions to consider include:


If the Site Coordinator is not the principal, will the principal automatically be set up as a site coordinator?

Should all vice principals also be identified as Site Coordinators?

Be sure that you communicate with the Site Coordinators when you have set them up so that they know to look for an e-mail from TOMS with their login information. Passwords will expire within 30 days.

SecuritySecurity is important to the integrity of the CAASPP system. There are two different types of security forms related to CAASPP testing.

1. The Security Agreement a. LEA CAASPP Coordinator must complete.

b. Required for all Site Coordinators. New for 2019–20, this security agreement is embedded in the TOMS logon process. When user accounts are set up for the first time, they will have to agree to the security section of the terms of use, and that will be their security agreement.

2. Security affidavits are for staff with lower levels of access. The affidavits are also part of the TOMS account creation process.

o Test Administrators administer the summative assessment, as well as interim, practice and training tests, confirm students’ settings in the Test Administration interface and ensure test security.

o Test Examiners administer CAA, as well as interim, practice and training tests, confirm students’ settings in the Test Administration interface and ensure test security.

o AND any other staff in your LEA who will have a role in testing including staff in the technology department and other staff who might help with student logons, etc.

Any other staff who need to sign a security affidavit but do not get a TOMS account will still need to sign a paper form. These will be available on http://www.caaspp.org.

Providing Site Coordinators TOMS Access Set up all your Site Coordinators up with access to TOMS

Be sure that you communicate with the Site Coordinators when you have set them up so that they know to look for an e-mail from TOMS with their logon information. Passwords will expire within 30 days.



Interim Only RoleIn order for users to see and use the interim assessments with students, teachers will need user accounts in TOMS.

Interim Assessment access is automatically granted to users with the role of test site coordinator or test administrator. Both of these roles require the user to have had training on the summative rules and administration guidelines. If districts want to give educators access only to interims assessments in the fall before training is done for the summative, they can give them IA Administrator Only access in TOMS.

Interim Assessment (IA) Administrator role:

Allows teachers to administer the interim assessments, view the interim assessments, and have access to the scoring system but they cannot administer the summative assessment.

Once the IA users have been trained in the spring, their roles can be changed to allow access to the summative

The interim test delivery/interface system is the same as the summative.

Interim Assessments provides opportunities for students to practice with the testing interface and the accessibility resources, and for teachers to increase their comfort and familiarity, as well.

Many of these permission levels and different roles were put into place after the first few years of the system when we were finding that teachers were accidentally starting a summative assessment instead of an interim assessment. Summative assessment have test expiration dates, so this turned out to be quite a problem.

One difference between the interim assessments and the summative assessment is that for the interim assessments, teachers can add supports and accommodations directly from the approval screen.

Planning for Summative TestingTraining PlanDuring the fall, you will want to identify dates and locations for training and notify Site Coordinators and others as early as possible. First and foremost, you will want to identify the topics of the training and the audience for those topics.

Ideas for you to consider:

What information needs to be covered in the training?

Who needs to be trained?

Does everyone need the same information?


Will there be a separate training for the CAAs?

Whom, from your district, will you work with on the Spec Ed side to assist with training on the CAAs?

What is the best method for sharing the information?

What existing training opportunities exist where you can “piggyback” and add information about CAASPP?

It is also important for you to consider the mode of delivery for the training material. Are there instances where putting together a YouTube video or putting on a WebEx might be useful versus an in-person training?

Think also about existing opportunities where your stakeholder groups are already engaged and see if you can piggyback on those existing opportunities. Your stakeholder groups will appreciate that.

Windows and SchedulesThere are three key terms that you need to remember when it comes to scheduling CAASPP testing: available testing windows, test administration windows, and testing schedules. Sometimes these terms are used interchangeably even though they are very different.

The available testing window shall begin on the day on which 66% of the school’s annual instructional days have been completed, and may continue up to and including the last day of instruction for the year.

Within the available testing window, LEAs establish test administration windows, which are sometimes referred to as testing periods.

Test administration windows must be at least 25 consecutive instructional days.

LEAs may select up to six test administration windows within the available testing window, and while they must be at least 25 consecutive instructional days long – an LEA can extend a selected test administration window by up to 10 additional days.

Within the LEAs test administration window come the school site test schedules. There is no way to report the site level testing schedules to TOMS. Whatever the LEA policy, all school site testing schedules should be established.


Activity: Planning for Test Schedules

There are several questions ponder such as:

Will the entire 12-week window be used?

Will school types (elementary, middle, and high) have the same or different windows?

Consider an earlier Admin for HS and a later second Admin for MS and ES?

Will all students in specific grade levels test at the same time in the window?

Will one subject be tested before the other?

Is there flexibility for school sites?

Window Set UpOnce you have an understanding of how the testing schedules will be set in your district, you will need to determine what window(s) your district will need in the TOMS system.

In TOMS, you can configure windows for:

CAASPP Smarter Balanced Online Summative Assessments ELA and mathematics—Grades 3–8 and grade 11;

California Science Test—Grades 5, 8, and selected students in grades 10, 11, and 12 ;

California Alternate Assessments for ELA and mathematics—Grades 3–8 and grade 11; and

The California Alternate Assessment (CAA) for the Science. These performance tasks may be conducted at any time once they are available for download in TOMS.

o ALL required performance tasks for the CAA for science must be completed.

Remember that you will also need to reach out to all non-public schools where any of your district students are placed to determine when they will be testing.

Once your testing windows are set, it will be important to share the information with stakeholders in the district who can help provide a good testing environment for students. This includes working with your Maintenance and Operations departments, as well as other departments like Food Services.

The deadline for setting up the windows is in December.


AccessibilityAccessibility Resources—A Definition

What are accessibility resources?

Accessibility resources represent a set of supports that help a student better access classroom instruction. They are also provided as features in a testing environment so that students can do their best to demonstrate what they know and can do on statewide assessments.

Access and fairness are issues for all students when it comes to learning and testing. Students with specific learning needs may require accessibility resources during instruction and on assessments so that they can validly demonstrate mastery of content.

As everyone in this room knows, specific learning styles are not only found in students with disabilities. Some students are struggling readers, some are English learners, some have attention deficit disorders, etc. All of these learning styles can benefit from accessibility resources, not just students with disabilities. It is about ensuring all students have access.

One PurposeTo ensure equal opportunity for all students to access instruction and demonstrate learning, which is a fundamental principle of public education.

Two TypesResources are delivered two ways for California’s assessments:

Resources can be non-embedded meaning they happen outside the testing system. Examples of this are things like breaks or scratch paper.

Resources can also be embedded within the test delivery system.

Remember the session on systems, TOMS-where the accessibility resources are assigned, talks to the TDS, where embedded accessibility resources are used. For example, translated test directions or stacked translations.


Three CategoriesResources included in the CAASPP system fall into these three basic categories:

Engagement

Action and Expression, and

Presentation

There are resources that support students to remain engaged with the assessment, for example providing breaks, a separate setting, or even noise buffers.

There are also resources that support students by allowing them to respond through various actions & expressions, such as through an adaptive key board or by using a scribe.

Finally, there are resources that support students by varying the way the assessment is presented. For example, all or parts of the assessment might be translated for an English learner, or the assessment might be read aloud to struggling readers through text to speech.

While not all student accessibility resources will transfer exactly as might be provided in the classroom, CAASPP assessments are seen as being the most forward thinking in terms of accessibility resources provided to ensure student access. It is important to note that only resources that do not change the construct of the assessment item are available for use on the CAASPP tests—a major difference between how accessibility resources may be used in the classroom versus on the CAASPP summative and interim assessments.

Most important for our discussion today, these resources are available to a broad range of students based on identified student needs. Thinking about the nature of student needs can help determine which types of resources might best support them.

Four Types of ToolsThe assessments utilize a multi-level approach to providing accessibility resources for students, which is why there are four types of accessibility resources:

Universal tools,

Designated Supports,

Accommodations, and

Unlisted Resources.

Universal tools are available to all students based on student preference and selection. Students choose which tools to use and when. Some universal tools are only available for selected items.


Designated supports are available to all students for whom a need has been identified by an adult who is familiar with the student’s instructional needs. That could be an educator or a group of educators, or parents/guardians, etc.

As for accommodations, they are only available to students whose need is documented through an active IEPs or Section 504 plan. Accommodations are identified at an IEP or section 504 meeting by members of the IEP or section 504 team.

The type of accessibility resource provided depends on individual student needs.

Using universal tools, designated supports, and accommodations will not affect the test score or invalidate the test because these resources

do not change the construct of what is being tested.

The fourth type of Accessibility Resource is called Unlisted Resources. These are only available for students with an active IEP.

When approved by the CDE, the requesting LEA will be informed if the unlisted resource does not change the construct tested – and the student will receive a valid score – or if the unlisted resource DOES change the construct tested, in which case the student will be assigned the lowest obtainable scale score, or LOSS. One example of an unlisted resource would be a third grade student using a multiplication table on the mathematics assessment.

Accessibility ResourcesResources can be accessed at https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp/.

These graphics exist for each of the assessments in the CAASPP system. They list all the available resources and whether the resource is embedded or non-embedded. They are a great resource to share with site administrators and teachers.

Accessibility VideosEmbedded Universal Tools, Designated Supports, and Accommodations Video Tutorials: http://www.caaspp.org/training/caaspp/uaag.html

Accessibility Resources Module One: http://www.caaspp.org/rsc/resources/ar_module_one/story_html5.html

ISAAP ProcessSmarter Balanced created a seven-step process called the Individual Student Assessment Accessibility Profile or ISAAP process to help educators make sure that they are going through the appropriate steps in identifying student needs and selecting


http://www.caaspp.org/rsc/resources/ar_module_one/story_html5.html

http://www.caaspp.org/training/caaspp/uaag.html

https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp/

the most appropriate accessibility resources that will aid the student in showing what they know and are able to do.

Let us briefly highlight these seven steps.

Steps 1 and 2 involve identifying the stakeholders at your LEA who need to be involved in the process, providing them with information and with training so that they can fulfill their role in the process.

Steps 3 and 4 are related to the students. Step 3 describes the process of identifying students who may benefit from using accessibility resources, and Step 4 is the process of identifying which of those resources would be most beneficial.

Steps 5 through 7 are procedural and involve interacting with the testing interface to ensure that the selected accessibility resources are entered into TOMS and therefore available for students.

Student Resource Selection ProcessLet us dig deeper into steps 3 and 4 of the ISAAP process. After the school year begins, and after staff are trained on your local process, they should:

Identify student needs

Review resources from previous years

Match needs to available resources

Implement resources at classroom level

Administer practice and training tests

Enter resources in TOMs

Evaluate effectiveness of resources

Add or remove as needed

Continue use in classroom and interim assessment

Refine as needed

Administer Summative Assessments!

Matrix OneMatrix One is an important reference document that provides detailed information on each accessibility resource, noting which content area(s) and/or grade levels for which resources may be used.

It displays the universal tools, designated supports, and accommodations (embedded and non-embedded) allowed as part of the CAASPP system. It is important that you


know whom at your school site or in your district is knowledgeable about the content of Matrix One to help ensure appropriate use of the accessibility resources.

https:// www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp

Usability GuidelinesAnother reference document is the Smarter Balanced Assessment Consortium’s Usability, Accessibility, and Accommodations Guidelines.

These guidelines are intended for school level personnel and decision-making teams particularly Individualized Education Program (IEP) teams, as they prepare for and implement the CAASPP.

The guidelines provide information for use in selecting and administering universal tools, designated supports, and accommodations for those students who need them.

https://portal.smarterbalanced.org/library/en/usability-accessibility-and-accommodations-guidelines.pdf

Comparison CrosswalkThe Smarter Balanced Resources and Practices Comparison Crosswalk lists resources that are currently included in the Usability, Accessibility, and Accommodations Guidelines document and assists educators and decision makers by providing a description of both the resource and its classroom equivalent.

To help members identify similarities between the assessment resources and classroom practices, Smarter Balanced has developed a Resources and Practices Comparison Crosswalk. The Crosswalk lists the resources that are currently included in the Usability, Accessibility, and Accommodations Guidelines document and assists educators and decision makers by providing a description of both the resource and its classroom equivalent.

http://portal.smarterbalanced.org/library/en/uaag-resources-and-practices-comparison-crosswalk.pdf

Coordinator RoleIn terms of accessibility, there are things you should focus on now, and things you will need to do later down the road.

The items to do NOW include:

Getting familiar with accessibility resources

Sharing those resources with staff

o The accessibility resource graphics






https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp

o Matrix One

o The Smarter Balanced Crosswalk

Providing local training on your process and the available resources

Later you will need to:

Confirm resources assignments for students

Enter those assignments into TOMS

Resources to Support Teaching and LearningPurposeThe goal of these tests is to expose students, parents, teachers, and test administrators to the tests so they may become familiar with them.

Each test has a specific purpose.

Training Tests

Training tests allow students to become familiar with the test interface and are a good way to try out accessibility resources. They are only available for grade spans and not individual grades. There are a limited number of items or questions on the practice training tests.

Training Tests are available for:

Smarter Balanced Summative Assessments for ELA and mathematics,

CAA for ELA and mathematics,

CAST, and

CSA

Training tests are not scored and there is no scoring guide. The goal is item exposure:

This can be done in a demo activity showing navigation, or

As a class assignment for practicing navigation.

Practice Tests

Practice tests provide students with a grade-level specific experience. Students can practice with accessibility resources too. They are available for each grade level that is tested. There are more practice items than what’s available on the training tests.


There are Practice Tests for:

Smarter Balanced Summative Assessments for ELA and mathematics,

CAA for ELA and mathematics,

CAST, and

CSA

Sample Items

Sample Items can be viewed at http://www.sampleitems.smarterbalanced.org.

The Smarter Balanced Assessment consortium website provides sample test questions used on Smarter Balanced assessments in English language arts/literacy and math.

Teachers, parents, students, administrators, and policymakers can experience these test items just as students encounter them. The sample test items are not intended to be used as practice tests, but educators can use them to better understand how Smarter Balanced measures college- and career-ready content.

These items present the rigor of test items students will encounter on the summative assessments. You can view individual items by targets and item types. You can browse by grade span, subjects, claims, and item types. You can even type in a specific item id and pull it up on the Browse by ID button.

Coordinator RoleAs the LEA coordinator, you will need to:

Be familiar with the system

Share the flyers and resources with teachers

Encourage educators to use these systems and support their use

Check in with site administrators and teachers periodically

The Next Webinar is September 17, 2019 https://bit.ly/2KSRPov


https://bit.ly/2KSRPov

http://www.sampleitems.smarterbalanced.org/